Why would one go to The Citadel, a Military College, to prepare to
become a teacher? The proposition of this article is that The Citadel,
because of its unique focus on educating the "whole" person,
creates exemplary teachers who are ethical, moral leaders in the
classroom. This article examines: the necessity for preparing ethical
leaders for today's classroom; the critical role of the teacher
educator in the development of ethics, how the School of Education at
The Citadel provides the foundation for preparing ethical leaders, and
how The Citadel prepares the "whole" person.

The rich history of The Citadel promotes the development of ethics,
leadership, and strong character. To understand the principles and
priorities that guide the teacher preparation program, one must examine
the historical and moral contexts of the institution. In his address to
the South Carolina Legislature in 1842 John P. Richardson, the first
President, said:

"... educated in the service of the State, with the ennobling
consciousness of having paid for their education by their services;
going abroad under the first feeling of a proud and manly
interdependence to occupy their high places in society; imbued with a
State of patriotism, as nurslings of her institutions; combining the
enterprise and decision of a military character with the acquirements of
their scholastic opportunities; dispensing knowledge and intelligence
through all the vocations of life which they are destined to fill; and
perhaps, most usefully and appropriately, diffusing them as instructors
of succeeding generations." (Thomas, 1893, p. 29)

These words echoed over 160 years ago are timely today. The
founding mission of The Citadel has always been to prepare ethical
leaders for the future.

THE NEED FOR ETHICAL LEADERS

"We live in the best of times--the worst of times."
(Dickens, 1859) Charles Dickens could have used these words to describe
life in this millennium. In many ways those of us in teacher education
know these are the best of times. The knowledge base of best practices
in teacher preparation is prolific. Advances in cognitive psychology
have enabled educators to understand more about the brain and how
students learn. Because of higher standards, the profession is
attracting more qualified students to teacher education programs. What
happens to these bright, well-prepared novice teachers? It is the worst
of times in many ways.

A report in Education Week states that one-half of teachers leave
the profession in the first five years due to a feeling of helplessness.
(Ed Week, 2000. Jan p. 16)What can teacher educators do to address this
dilemma? Because schools are often a reflection of the problems in
society the challenge is greater than ever. Our world is faced with
unbelievable challenges in this decade, including an on-going war on
terrorism and war in the Middle East. Because of the multitude of
corporate scandals, we are in a time when many are skeptical of the
entire concept of leadership. There seems to be in the world a shift
from ethical leadership to a leadership of power, control, dominance and
attainment of measurable goals and objectives. The question of what is
ethical is open to constant debate.

Educators would agree that students need a firm grasp on what is
right and wrong. Much of the literature supports the assertion that the
moral fiber of children as well as adults is unraveling. Two-thirds of
Americans think that society is less honest and moral than it used to
be. (Putnam 2000) Last year, a poll of 12,000 high school students by
the Josephson Institute of Ethics, a nonprofit organization found that
74% admitted cheating on a test in the previous year. (Josephson 2002,
January)

As teacher educators, it is imperative that we operate by our own
moral compass. A number of authors have argued that ethical concerns
should be central in considering approaches to teaching and schooling.
(Weissbourd, 2003, Goodlad, Soder, and Sirotnik, 1990; Noddings, 1984,
Tom, 1984)

Educators need to constantly invite discussions on the moral
dimension of teaching. Beyer (1997) regarded teaching as a "field
of reflective moral action" and urged teacher educators to provide
"support for articulating alternative visions and practices that
respect students' integrity as moral beings and their abilities as
social agents." (P.248)

Martusewicz (2001, p.20) describes a global perception of ethical
behaviors for teachers. "Ethics must be all teachers'
willingness to constantly ask what our work means in relation to a whole
range of social, political, and cultural forces, and our willingness to
shift our behaviors, our beliefs, and our identities as we come to
understand the implication of what we do as political, transformative
work." The future of our country depends on our ability to prepare
ethical and moral leaders for the future. Teacher educators must address
this critical issue.

THE ROLE OF THE TEACHER EDUCATOR

Having experienced childhood in the 50's and adolescence in
the 60's my perceptual lens on what is "ethical" may be
different from my students. As human beings our families, teachers, and
cohort group shape us. My father was the local mail carrier and we lived
on a tight budget. How fortunate that I received a small debating
scholarship to Tennessee Technological University to help with college
costs. It seems like only yesterday that I came home from college for
the weekend to visit my family. On Sunday, when I returned to school, my
parents always insisted that I telephone them for one brief minute when
I arrived at the University so they would know I had traveled safely. As
I was packing the car with my father, I remember saying, "Dad, my
friends have a way to let their families know they have arrived back to
school safely without having to waste money on a telephone call." I
excitedly told them that I could call collect and ask to speak to
myself--Judy Brown--and all he had to do was refuse the call. I remember
the incredulous look on my father's face and his words to this day,
"Judy, that would be cheating the telephone company. That would be
unethical."

When we discuss moral dilemmas in Educational Psychology class, I
always share this story with my students. Many of them seem perplexed.
It seems so trivial that my father would consider this simple incident
telephone "fraud." What is ethical and what is unethical
behavior in 2003? This seems to be the question. How can teacher
educators promote moral development of pre-service teachers? The concern
for the teaching of ethics is not new in teacher education. The National
Educational Association (NEA, 1975), established a formal ethical code
to provide a foundation for ethical judgments. However, based on the few
studies that have investigated moral reasoning in pre-service teacher
education students, many teacher education programs have not yet
incorporated the moral aspects of teaching into their curricula
(Cummings, Dyas, Maddux, Kochman, 2001).

Invitational Education

Invitational Education presents a paradigm that sees teaching as a
force for positive social change. This theory of practice offers teacher
educators a foundation for preparing students for ethical, moral
leadership in the classroom. This model shifts from emphasizing control
and dominance to one that focuses on connectedness, cooperation, and
communication. (Purkey and Siegel, 2003, p. 1) Invitational Education is
a powerful process of communicating caring and appropriate messages
intended to summon forth human potential (Purkey and Novak 1996, Purkey
and Strahan 1995). Invitational Education is not an isolated series of
behaviors or skills. It is an internal holistic process founded on the
four principles of respect, trust, optimism, and intentionality.

Nothing is more important in Invitational Education that respect
for people--the belief that our students, associates, and we are able,
valuable and responsible, and should be treated accordingly. In a study
of teacher educators, data suggest that those who teach teachers are
reluctant to identify themselves as teacher educators (Ducharme 1996).
This news is alarming. Those who have the primary influence on
pre-service teachers, teacher educators, often have a negative
perception of their role at the university. This attitude must change if
we are to be role models for our students. We must have a positive view
of ourselves and the powerful role we play as teacher educators. Central
to respect is caring. Teachers model caring by appreciating the rich
complexity and uniqueness of each person. What we believe about our
students has a profound impact on how our students perceive themselves.
According to Nel Noddings (Noddings, Nel (1984), "How good I can be
is partly a function of how you--the other--receive and respond to me.
Whatever virtue I exercise is completed, fulfilled by you."
(Noddings, Nel, 1984, p.6)

Trust is critical to Invitational Teaching because it recognizes
the interdependence of human beings. Where there is trust there is
likely to be risk-taking, and where there is risk-taking, there is
likely to be growth. Invitational professors create a safe classroom
where students feel secure. Optimism is the belief that people possess
untapped potential in all areas of human endeavor. It embraces the
philosophy of one's empowerment. Optimistic college professors
believe they have a powerful impact on the development of pre-service
teachers. Intentionality has been defined as "the structure, which
gives meaning to experience" (May, 1969, p. 223). Intentionality is
central to Invitational Education because it implies a choice and a
desire to be respectful, trustworthy, and optimistic (Purkey and Siegel,
2003, p. 20). According to Palmer, "Teachers possess the power to
create conditions that can help students learn a great deal or keep them
from learning much at all. Teaching is the intentional act of creating
those conditions, and good teaching requires that we understand the
inner sources of both the intent and the act." (Palmer, 1998)
Intentional teacher educators are models of ethical leadership. They
intentionally plan experiences for pre-service students that encourage
reflection and questioning. They affirm the importance of academic
integrity. They embrace the highest in professional standards. They
respect and have high expectations for all students. They model the
behaviors they want their students to emulate.

The Citadel School of Education

The philosophy of the School of Education at The Citadel is based
on five fundamental propositions. These propositions serve to orient the
mission of the school, guide the value system of the faculty, shape the
curricula, and provide faculty a sense of purpose and meaning in
teaching, scholarship, and professional service. These propositions are:

* The faculty is committed to the education of all individuals to
the fullest extent possible. With the implementation of appropriate
assessment and teaching strategies, all students, though having unique
learning styles and experiences, are capable of learning.

* It is the instructor's responsibility, with the aide of the
appropriate resources and support, to establish a "mutually"
respectful environment where effective learning occurs for all students.

* Education is a systematic effort to facilitate the knowledge,
skills, attitudes and values necessary for the student to function in a
diverse society.

* The faculty of the School of Education is committed to the
highest professional standards and to a situation in which these
standards are modeled to students in all teaching, research, and service
endeavors.

* The faculty is committed to an open interchange of ideas wherein
the perspectives of all are valued.

Five of the seven goal statements of the School of Education relate
directly to the development of ethical behavior and leadership. These
include:

* To prepare teachers who uphold the highest professional and
ethical standards.

* To prepare teachers who will serve as leaders in education.

* To prepare teachers who will function successfully in a rapidly
changing and diverse society.

* To prepare teachers who are committed to life-long personal and
professional development.

* To prepare teachers who will model the highest professional
standards through teaching research, and service.

All courses in the School of Education address the critical issues
of ethics, morality and leadership in teaching. Courses are designed in
a sequential format. Students are introduced to the concepts of ethics,
morality and leadership in early courses and re-introduced in succeeding
courses. Using the constructivist approach, (Henson, 2001, 2004)
students construct knowledge through an interaction between what they
think they know as compared to new ideas and experiences. The
culminating professional internship allows the student the opportunity
to model the highest moral and ethical practices.

Examples of Course Activities Include:

* Examining case studies to identify levels of moral reasoning.

* Reflecting inquiry on reasons for becoming a teacher.

* Analyzing video tapes on professional behavior.

* Observing teachers and developing journals on professional
leadership.

* Developing a long-range plan on ethical leadership in their
chosen field of education.

* Using role playing to solve school problems faced by adolescents.

* Developing multi-media presentations on ethics and leadership.

* Reflecting on field experiences with cohort groups.

These inquiry-based, active learning course activities help
pre-service teachers become reflective practitioners. The continual
emphasis on field-based experiences, allows students to make the
connection between their philosophies of education and classroom
practices.

Educational Leaders Club

The Citadel Educational Leaders Club is an active organization
designed to promote professional development and leadership skills of
cadets with an interest in education. The club has been active on The
Citadel campus for three years and is a student chapter of ASCD
(Association of Supervision and Curriculum Development). The 50 plus
club members are involved in a variety of professional activities
designed to develop leadership skills. Students are involved in tutoring
in public schools for at-risk students, mentoring freshmen, assisting
with The Citadel's Education Appreciation Day, and attending and
presenting at local, state, and national professional conferences.

The "Whole Person"--The Preparation of Cadets as ethical
leaders

In order to prepare ethical leaders The Citadel emphasizes the
concept of the "whole person"--the mind, body, and spirit.

Academics at The Citadel are designed to prepare students to think
critically and solve problems. Cadets are expected to work hard in the
classroom. The academic philosophy is simple--strive for excellence. The
Citadel gives Cadets every chance to succeed academically, including
academic orientation programs, computer support services, a writing
center, math and language tutoring, and a study skills program. Classes
are small and professors are ready and willing to help Cadets.

In order to function optimally as a teacher, keeping physically fit
is essential. Cadets are required to participate in Physical Training
(PT) as an integral part of the college experience. The Citadel is an
"essential" military college, which means that everyone in the
Corps is involved in ROTC for four years. All branches of service--Army,
Navy, Air Force and Marines have extensive programs which encompass:

* Responsibility/Accountability

* Physical Training

* Ethical Leadership

Men and women are involved in varsity and intramural athletic
programs. Club sports and Field Days encourage the importance of being
physically fit.

The most cherished principle of the Cadet's life is honor. All
Cadets abide by The Citadel Honor Code: "A cadet does not lie,
cheat, or steal, nor tolerate those who do." The Honor Code is the
moral backbone of the Corps of Cadets (CoC) and has remained steadfast
for over one hundred and fifty years. The several on-campus
organizations represent various faiths.

Leadership training within The Corps of Cadets is multi-faceted and
whatever a cadet's major; each graduates with a "duel
degree" in leadership. * Examples of leadership and ethical
experience within the Corps include:

* The cadet leadership structure extends from the Regimental
Commander through battalion and company to the most junior assistant
squad leader (Corporal). Cadet Officers and NCOs are responsible for
maintaining discipline, for instructing those placed under their control
for exercising proper leadership at all times.

* The Cadet Guard Force (a distinct separate leadership
opportunity) is on duty 24 hours a day, 7 days a week, in each of the 4
barracks. Every two or three days another cadet company rotates as the
campus-wide Guard Company, with each company having the opportunity to
pull this duty two or three times a semester. The planning for the
manning and the execution of this duty is a challenging leadership
exercise for the company commander and his/her CoC. Further, every
member of the Corps of Cadets will have an opportunity to experience
this leadership experience many times during his/her cadet career. An
Officer of the Day is the direct representative of the Regimental
Commander, while an Officer of the Guard and his subordinates represent
each of the Battalion Commanders. The mission of the guard is to provide
barracks security, maintain communications, carry on routine
administration, enforce regulations, report violations, and carry out
all orders of duly constituted authority. The Guard Force offers an
opportunity daily for cadet privates to move into leadership positions.
In event the cadet cannot be in the CoC, the Guard Force provides a
unique leadership development opportunity.

* The Cadet 24-Hour Schedule shows the intense leadership
environment and high stress nature of cadet life. This schedule reflects
that most of a cadet's activities and learning experiences, whether
as a subordinate or a leader, take place in the barracks and throughout
campus. It is in the barracks that accountability formations are
conducted and lessons are taught on how to wear the uniform, shine shoes
and brass, arrange the room and make the bed. It is here that the cadet
first learns about formations and drill with his/her rifle. Frequent
inspections are conducted to ensure that standards are met.

* All cadet commanders, sergeant majors, first sergeants, and
regimental staff officers attend the 20-hour, Leadership Seminar at the
beginning of the school year. This seminar is designed to provide a high
level, small group, pre-cadre leadership training session for cadet
leaders and key staff members responsible for the training of the 4th
Class Cadets and the operation of the Corps of Cadets. This seminar is
almost entirely training in ethics, theory, and practical leadership.

* Cadre training--Each school year selected cadets in the cadet CoC
are brought back to The Citadel at least a week prior to the arrival of
the new 4th class cadets and put through a "Train the Trainer"
Leadership Program. This is an intense period designed not only to teach
cadre members how to instruct specific tasks, but also how to be
leaders.

* The Citadel Leadership Training is formed on a building block
approach. Following the Basic Military Training of the 4th class cadets,
the college systematically provides leadership training to cadets as
they become eligible for increased responsibility and rank.

Conclusion

Preparing ethical leaders for the classroom is a challenge for
educators. The need to rise to the challenge has never been greater. It
can be the best of times if educators realize that it takes the
"whole" village to produce an ethical leader.

The teacher educator is the walking, talking role model of ethical
leadership. Invitational Education offers a paradigm for teacher
preparation that works for creating ethical leaders for tomorrow. The
Citadel has embraced a highly successful university-wide approach to
preparing students to be ethical leaders in all walks of life.

* These Examples were taken from a Citadel memorandum from Col.
George Powers, Office of the Commandant to Dr. Earl Walker, Dean of
Business Administration, entitled, "'Leadership Training in
the South Carolina Corps of Cadets," dated January 7, 2003.